Creating Learning Outcomes and Assessments

One of the first steps in classroom assessment begins with creating learning outcomes. Some teachers may struggle in creating assessments because they are unsure of what it is they truly want to measure. In creating learning outcomes, deciphering what to assess becomes easier because there are guidelines in place of what it is you want to measure. From the learning outcomes, teachers can create learning activities that correspond with the desired outcomes and use the outcomes as a basis in assessment. This process of performing these steps is referred to as the three-stage model of classroom measurement, in which learning outcomes are constructed, instructional activities are designed in alignment with the desired outcomes, and assessments are developed in alignment with the measurable learning outcomes (Kubiszyn & Borich, 2010). This method helps ensure that the assessments are valid measurements of learning.

Most states have learning standards that are categorized by grade level and content area. Teachers can utilize these standards in creating learning outcomes. By utilizing the state’s learning standards in conjunction with learning outcomes, teachers can not only ensure the validity of assessments, they can also ensure that learning content is in alignment with state standards.

In creating learning outcomes for a second grade ELA class, learning outcomes can be matched with core performance indicators. The New York State Department of Education English Language Arts Core Curriculum lists the following as NYS learning standards:

1. Students will read, write, listen, and speak for information and understanding.
2. Students will read, write, listen, and speak for literary response and expression.
3. Students will read, write, listen, and speak for critical analysis and evaluation.
4. Students will read, write, listen, and speak for social interaction.

In keeping these standards in mind to create learning outcomes for grade 2 ELA, I have developed the following learning outcomes:

1. Students will identify and explain the parts of a book to include author, illustrator, title page, table of contents, index, and chapter headings.
2. Students will identify and explain main ideas of a reading passage.
3. Students will describe characters and compare and contrast among different characters.

The learning outcomes I have listed are in alignment with New York State ELA standards, and are developmentally appropriate at the second grade level. These outcomes are measurable outcomes that can be appropriately assessed, and learning activities can be devised from these outcomes to boost literacy skills.

The purpose of these learning outcomes is to boost reading comprehension. Reading comprehension is necessary for reading success because without an understanding of literature, the words become merely words with no purpose. Having an awareness of the parts of the book can help children learn how to acquire information.  Examining the main idea of a work helps build an understanding of the purpose of the literature. Describing and comparing characters helps students understand the character traits and how the character contributes to the story. The learning outcomes help develop comprehension skills as students gain an understanding of the purposes of literary works. 

Devising assessments is much more difficult than it initially sounds. There is much to consider - is the assessment   aligned with the learning outcomes? Is the assessment a true measure of achievement? What forms of assessment are children developmentally ready for? What type of assessment is best for measuring certain skills? Creating assessments is more than making a series of questions for students to answer, and the development should not be hastily created.

For the learning outcomes that I previously mentioned, I have decided to use a variety of assessments to measure achievement. A variety of assessment forms is useful because it allows students to shine in certain areas. Some children perform better on written tests, while others perform better on performance assessments. In order to get a better picture of student achievement, you must consider strengths and weaknesses in regards to assessment forms.

For my first learning outcome, students will identify and explain the parts of a book to include author, illustrator, title page, table of contents, index, and chapter headings, I have devised the following assessment. The assessment uses pictures of a book and children will answer the questions in either multiple choice or short answer format. This is my first attempt at creating an assessment, and I'm sure it isn't perfect. Prior to testing, students will be assessed in small group settings to actively demonstrate their knowledge of the parts of the book. A checklist will be used to monitor student achievement.


During implementation of this assessment, the visuals on the assessment will be displayed either with an overhead projector or Smart Board to ensure that the pictures are visible for all students. In order to test their knowledge rather than reading ability, the test will be read to students so validity is not contaminated.





Name: __________________________________    Date _________________________

Using the pictures below, answer the following questions. The pictures are also available on the board.

Picture 1

Picture 2

Picture 3

Using the pictures above, fill in the blanks.

1. What is the title of this book? _____________________________________________
2. Who is the author of this book? ___________________________________________
3. Who is the illustrator of this book?_________________________________________
4. Looking at the table of contents, what is the chapter heading for Chapter 4? _______________________________________________________________
5. Looking at the index, on which page would you find information about the heart?_______________________________________________________________

Using the pictures above, circle the correct answer:

     6. Which picture shows the title page?
          a. Picture 1                b. Picture 2                  c. Picture 3
     7. On which page would you find Chapter 6: The Laws about Drugs?
          a. Page 8                   b. Page 23                    c. Page 36
     8. Where would I look to find information about lungs?
          a. Page 43                 b. Page 39                    c. Page 33
     9. What is the Table of Contents used for?
          a. To tell you where to find a chapter
          b. To tell who wrote the book
          c. To tell you where the book was made
    10. What is the purpose of the Index?
          a. To show who wrote the book       
          b. To tell you where to find information in the book
          c. To show you the chapter titles

* Pictures are from the book titled Drugs and Our World by Gretchen Super (1990) *

For the second learning outcome, students will identify and explain main ideas of a reading passage, I chose a similar method of assessment. For identifying the main ideas, students will read short stories and decipher the main idea. There will also be a continuous assessment performed in small group settings to ensure that students are understanding the concept of main ideas. A checklist system will be implemented to keep track of which students have mastered identifying main ideas. Once again, because I am not at this time measuring reading skills and instead focusing on comprehension of text, the assessment will be read to students. The assessment will depict a series of short passages with multiple choice and short answer questions in response to each passage. A worksheet similar to the form of assessment I would choose can be found at http://printables.scholastic.com/printables/detail/?id=24573.

For the third learning outcome, students will describe characters and compare and contrast among different characters, I have chosen a different form of written assessment. I chose essay response for this assessment because it entails describing, which is difficult to measure how well children can describe differences and similarities using multiple choice or similar short answer responses. After learning activities about characterization and deciphering character traits, students will learn how to compare the character traits. Although at the second grade level, students are beginning to develop writing skills and are not typically capable of writing elaborate essays, the response of the essay can take the developmental level of students into consideration. I feel that a writing task such as an essay is important for children to develop writing skills, but there cannot be much emphasis on spelling and grammatical errors in such an assessment. This essay is intended to measure the ability to compare characters, not to measure spelling or grammar skills. Because it is the main point of the essay that is of significance and not the structure of the essay, points will not be lost due to such errors. 

A sample of how I would implement an essay format assessment is below:

Name: _______________________________________  Date: ___________________

We have recently read the story Cinderella retold by Fabio Coen. From this story, choose two characters and write a short paragraph to describe how they are similar and another short paragraph to describe how they are different from one another. Please describe at least three similarities and three differences in your writing.

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References:
Kubiszyn, T., Borich, G. (2010). Educational testing & measurement (9th ed). Hoboken, NJ: John Wiley & Sons, Inc.
New York State Department of Education (May 2005). English language arts core curriculum (prekindergarten-grade 12). NYSED. Retrieved January 31, 2012 from http://www.p12.nysed.gov/ciai/ela/elacore.htm